古巴女排长盛不衰的隐性因素分析

阐述了古巴国家的特殊社会体制与排球环境，分析了其后备队伍的选拔与培养途径。论述了教练员对排球运动的高深认识与科学训练，从而揭示了古巴女排长盛不衰的非竞技因素以及对中国排球运动的借鉴意义。     

The Training of Physical-Education Teachers in France and China: A Comparative Analysis of Curricula and Attitudes

This study in comparative physical education examines the curricula followed by physical-education teachers in China and France. It explores how theories of physical education and sport in each country have developed out of specific political, cultural and educational contexts, yet resulted in strong similarities in terms of the priority given to training programs. Nonetheless, it can be seen that the two curricula reflect genuinely divergent concepts of physical education influencing both theory and practice. The attitudes of Chinese and French teacher-trainers towards physical education and sport are shown to display significant ideological differences with regard to the meaning and educational import of these activities.     

Literacy usage in impoverished African settings: Post-Education for All (EFA) research needs

International Review of Education - The demand for literacy in sub-Saharan Africa – as throughout most regions of the world – is directly linked to the uses to which those skills can be...     

On the hunt for the gene of perspective taking: pitfalls in methodology

In this commentary, we evaluate the methodology of Udell, Dorey, and Wynne’s (Learning & Behavior, in press) experiment in controlling for environmental factors and argue that their conclusion is not supported. In particular, we emphasise that comparative studies on dogs and wolves need to ensure that both species enjoyed the same rearing history, are comparable in age, and have the same experience with the testing conditions. We also argue that the utilisation of shelter dogs does not control for genetic effects on social behaviour. Finally, we propose a synergetic model to account for both genetic and environmental effects on interspecific social behaviour in dogs and wolves.     

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences,risks and threats

The paper presents the complex problems of preparation of pedagogy students to work as teachers in the context of their readiness to use ICT in the didactic process. The complexity of this subject matter has been proved by the current, ongoing, discussion about the direction of the expected transformations of contemporary schools and the prospective teachers education system in the age of prevalent digitization. Considering the complexity of conditions, the main research problem has been formulated as follows: Conditions of what type affect the preparation of prospective teachers to use new media in learning and teaching process?. Thus, the empirical analysis conducted in the paper focuses on the following issues: the style of using new media by students, identification of students’ attitudes towards media, subjective (from the students’ point of view) assessment of how university level schools are prepared to shape modern media competences among their students and self-evaluation of media and IT competences in the group of prospective teachers. Czech and Polish students, despite being the so called digital natives, do not present homogeneous styles of using new media. They also reveal different attitudes toward applying digital solutions to the didactic process. Factors such as: low evaluation of one’s own competences or lack of evaluation in this area, lack of creative approach to the use of new media, lack of education in the area of new applications, lack of skills necessary to handle basic digital tools (e.g. interactive board, e-learning platforms) negatively affect, in most cases, the attitude toward the active use of ICT tools in future didactic work. On the basis of the gathered empirical data and inductive qualitative analysis a typology of students attitudes toward new media was developed. It consists of four categories: techno-optimist, techno-realist, techno-pessimist and techno-ignorant. The whole of analyses has the character of comparative research and involves two neighboring countries of the Visegrad Group: Poland (N?=?466) and Czech Republic (N?=?168).     

The Training of Physical-Education Teachers in France and China: A Comparative Analysis of Curricula and Attitudes

This study in comparative physical education examines the curricula followed by physical-education teachers in China and France. It explores how theories of physical education and sport in each country have developed out of specific political, cultural and educational contexts, yet resulted in strong similarities in terms of the priority given to training programs. Nonetheless, it can be seen that the two curricula reflect genuinely divergent concepts of physical education influencing both theory and practice. The attitudes of Chinese and French teacher-trainers towards physical education and sport are shown to display significant ideological differences with regard to the meaning and educational import of these activities.     

论图书馆的激励机制

论述了激励的作用、激励的前提、激励的原则、激励的方式，对激励机制在工作中的有效性进行了分析；指出在21世纪的今天，图书馆的管理中应该如何适当地运用激励机制，以充分调动馆员的积极性，使图书馆事业适应高速发展的社会需要。     

同一爱情悲剧的不同变奏──屠格涅夫的《阿霞》的亨利·詹姆斯的《丛林猛兽》比较

有时,两部年代不同、风格迥异的作品给人相似的艺术感受,把它们进行比较, 探究其中异同的原因,可以帮助我们更好地了解作家之间的关系,更好地把握不同作家的艺 术特点。本文以屠格涅夫的《阿霞》和亨利·詹姆斯的《丛林猛兽》为例从构思布局的相似,发 现詹姆斯对屠格涅夫小说艺术的推崇,看到作家之间存在的影响;从人物类型,所处的时代、 社会,作家的体验认识、艺术风格特点等方面,说明这两部作品的不同缘自时代、社会和作 家的心。     

Les systèmes éducatifs à la reé et l'île maurice: Quelle efficacité sociale?

The islands of Mauritius and Réunion have contrasting educational policies. This article examines, from a comparative perspective, not only the impact of political decisions on education but also the way in which the different educational systems in the two islands affect the democratisation of learning. In order to do this, the authors compare the educational trajectories of different pupils from a range of schools in Mauritius and Réunion. Using a combination of quantitative and qualitative approaches, it is possible to show that the expected social effects are moderated in the course of teaching. While the adoption of mass education is a prerequisite for democratisation, it must be recognised that systems also operate selectively with regard to variables such as sex, age or social origin, depending on what transpires in schools on a daily basis.